Dual Language

The Role of National Geographic in a Dual Language Classroom Reach

The National Literacy Panel’s meta-analysis of research and other similar analyses have demonstrated the importance of building first-language literacy for all students (Francis et al., 2006). While models for building first-language and second-language literacy vary, key ingredients for success include a focus on achieving high levels of academic proficiency in both students’ primary languages (L1) and their second languages (L2) and a recognition of culture and competence (Gomez, L. 2000).

 To address these issues,

National Geographic Reach provides tools to:

  • build on the rich cultural and linguistic assets bilingual students bring to their classrooms;
  • connect to grade-level core content with interactive, collaborative instruction; and
  • provide flexible resources that can be integrated easily into district program models.

 Read more.


The Multiple Benefits of Dual Language

Dual-language programs educate both English learners and native English speakers without incurring extra costs.

Wayne P. Thomas and Virginia P. Collier

During the past 10 years of conducting research on English language programs and school effectiveness, we have discovered the key to the successful future of U.S. education: meaningful, grade-level, and accelerated instruction in two languages—English and another language spoken in the school community—throughout the school years.

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The Astounding Effectiveness of Dual Language Education for All

Virginia P. Collier and Wayne P. Thomas

George Mason University


Our longitudinal research findings from one-way and two-way dual language enrichment models of schooling demonstrate the substantial power of this program for enhancing student outcomes and fully closing the achievement gap in second language (L2). Effect sizes for dual language are very large compared to other programs for English learners (ELLs). Dual language schooling also can transform the experience of teachers, administrators, and parents into an inclusive and supportive school community for all. Our research findings of the past 18 years are summarized here, with focus on ELLs’ outcomes in one-way and two-way, 50:50 and 90:10, dual language models, including heritage language programs for students of bilingual and bicultural ancestry who are more proficient in English than in their heritage language.

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Dual Language Essentials for Teachers and Administrators

As the United States becomes more diverse, and global economies increasingly affect the U.S. economy, language diversity should become increasingly appreciated and bilingualism-biliteracy more widely embraced.  To accomplish the goal of creating a multilingual and multiliterate generation of students, two-way bilingual and biliterate education programs would have to be standard throughout the grades in elementary schools.  (Fitzgerald 2000, 520)

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Parental motivation for enrolling a child in a two-way immersion language program 

by Silver, Barbara L., Ed.D., UNIVERSITY OF THE PACIFIC, 2011, 157 pages; 3455423


This study involved surveying 649 families in Livingston Union School District in Livingston, California, to ascertain parents’ motivating factors which led them to enroll their children in a dual-language program at school and to see if there are different motivating factors for English-speaking parents and Spanish-speaking parents. A dual-language program involves integrating students who speak two different languages into a class or program where students learn in both languages.

 Read more.


Resources for Two-Way Immersion and Dual Language Practitioners

In dual language education programs, students are taught literacy and academic content in English and a partner language. The goals of dual language are for students to develop high levels of language proficiency and literacy in both program languages, to demonstrate high levels of academic achievement, and to develop an appreciation for and an understanding of diverse cultures.

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